Feasibility of teaching critical thinking about health in Italian schools to 9-13-year-olds: a mixed-methods study across three regions.

Abstract

Introduction: The Informed Health Choices (IHC) group developed key concepts of critical health literacy, gathered them into learning resources, and evaluated them in a large, randomized study involving children aged 10 to 12. Children who were taught with IHC resources showed a greater ability to assess health claims and understand an informed health choice than children not taught with these resources. Many research groups worldwide are implementing the IHC resources in their school contexts.

Methods: In Italy, after an initial contextualization of the IHC resources in a single primary school in Tuscany, we carried out a second study across three regions. Our objectives were to: 1) investigate the feasibility of introducing IHC resources in primary and secondary schools; 2) evaluate students' and teachers' experiences with these educational resources; 3) identify effects, barriers, and facilitators regarding the implementation of IHC resources in Italian primary and secondary schools. To assess these objectives, we used qualitative and quantitative methods.

Results: Qualitative and quantitative analysis indicated that IHC resources integrated well into the curriculum of the participating Italian schools. Students and teachers had a highly positive experience with the IHC resources, despite varying regional socioeconomic contexts. Teachers identified logistical challenges during the pandemic as the main obstacle to the project's implementation. Students and teachers highlighted the multicultural nature of the content, support from healthcare professionals during lessons, and the interactive teaching approach as key facilitators of implementation.

Conclusions: Findings from the contextualization of IHC resources indicate that these materials integrate well into the Italian school curriculum and are suitable and engaging for both students and teachers.